Human Body Systems
Students examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis. Exploring science in action, students build organs and tissues on a skeletal Maniken®; use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration; and take on the roles of biomedical professionals to solve real-world medical cases.
Our curriculum is found at http://www.pltw.instructure.com. Students will be given a username and password to use the Learning Management System (LMS). Because it is available to you online, you are expected to always be prepared for the upcoming lessons. Ways to prepare for upcoming lessons include:
There are many group activities, group projects, collaboration with partners, classwork, homework, and lab activities to come during the semester. I highly frown upon plagiarism. Plagiarism is copying, in whole or in part, the work of another person. Most assignments will be turned in using the computer this semester. This makes it much easier for me to catch those that copy or plagiarize. This serves as a warning that any student that plagiarizes will receive a zero for the assignment. After the 3rd zero, I will refer you to an administrator. Using the work of another student will result in both students receiving a zero. Please DO NOT allow anyone to copy your work.
I expect assignments to be turned in on time. Late work will be penalized -10 points per day. All homework or classwork from the previous day that is due must be submitted by the first 5 minutes of class. This means that you need to arrive to class quickly, log on to the computer, dock your phone, and submit your work. If it is an assignment that should be turned in by hand, then submit it to the box during the first 5 minutes of class. Any work submitted after will be penalized -10 points so be sure you have gathered everything from your locker BEFORE coming to class.
I expect for all students to be respectful to me and to their peers. I will not tolerate behaviors or comments that belittle, degrade, embarrass, or show little or no respect for others. The healthcare field and my classroom is not a place for such comments or behaviors.
I expect students to behave even better for a substitute teacher than they in my presence. When I am not available to you, you are expected to uphold the expectations set forth in our classroom. There are no excuses for behavior, attitudes or comments that are to the contrary.
In our classroom we will operate as a team. Think of your fellow classmates as family. We have a common goal, and that is to meet my expectations of excellence and the expectations of the curriculum. In the healthcare field, there are no individual heroes, patients are treated by a team working towards a common goal, to help make a patients life as sustainable as possible. A team is only as strong as its weakest link. None of us are weak, so do not play the part in class. Do you best in Human Body Systems and all of your classes. I believe you can do it!
I look forward to a productive, fun, and exciting semester!
The Human Body Systems Curriculum
Unit #1
Identity
Activity 1.1.1 Amazing Facts
Activity 1.1.2 Orientation to the Maniken®
Activity 1.2.1 Identity of Your Maniken®
Activity 1.2.2 Skeletal Scavenger Hunt
Activity 1.2.4 Height Estimation from Bones
Activity 1.3.1 DNA Detectives
Activity 1.3.2 Careers in Identity
Project 1.2.3 Bone Detectives
Project 1.3.3 Biometrics: Who Are You?
Unit #2
Communication
Project 2.1.3 Map-A-Brain - Brain Dissection Alternate
Activity 2.1.1 The Power of Communication
Activity 2.1.2 Build-A-Brain
Activity 2.2.1 The Neuron
Activity 2.2.2 The Secret to Signals
Activity 2.2.3 It's All in the Reflexes
Activity 2.2.4 Reaction Time
Activity 2.3.1 The Hormone Connection
Activity 2.4.1 Exploring the Anatomy of the Eye
Activity 2.4.2 Visual Perception
Activity 2.4.4 Eye Care Professionals
Project 2.1.3 Map-A-Brain
Project 2.3.2 Hormones Gone Wild
Project 2.4.3 Put Yourself in Someone Else's Eyes (Optional)
Problem 2.2.5 Communication Breakdown
Unit #3
Power
Activity 3.1.1 Resources for Life (Optional)
Activity 3.1.2 The Rule of Threes (Optional)
Activity 3.2.1 Action Molecules
Activity 3.2.5 Metabolism: A Balancing Act
Activity 3.2.6 In Search of Energy
Activity 3.3.1 Gasping For Air
Activity 3.3.2 Measuring Lung Capacity
Activity 3.3.3 Rx Understanding Prescriptions
Activity 3.3.4 Respiratory Therapy
Activity 3.4.1 Hook Up the Plumbing
Activity 3.4.2 Spotlight on the Kidney
Activity 3.4.4 Water Balance
Activity 3.4.5 Urinalysis
Project 3.2.2 Digestive System Design
Project 3.2.3 Living in a Material World (Optional)
Project 3.2.4 Investigating Enzyme Action
Project 3.4.3 The Blood/Urine Connection
Unit #4
Movement
Activity 4.1.1 Bones, Joints, Action!
Activity 4.1.2 Range of Motion
Activity 4.2.1 Muscle Rules
Activity 4.2.2 Building A Better Body
Activity 4.2.4 Laws of Contraction
Activity 4.2.6 You've Got Nerve
Activity 4.3.1 The Heart of the Matter
Activity 4.3.3 Go With the Flow
Activity 4.3.4 Cardiac Output
Activity 4.3.5 Smoking Can Cost You an Arm and a Leg
Activity 4.4.2 Mind Over Muscle
Activity 4.4.3 Performance Enhancers (Optional)
Project 4.2.3 Maniken Muscles
Project 4.2.5 Rigor Mortis Modeling
Project 4.3.2 Varicose Veins
Project 4.4.1 The Body’s Response to Exercise
Problem 4.4.4 Training A Champion
Unit #5
Protection
Activity 5.1.1 Under My Skin
Activity 5.1.2 Burn Unit
Activity 5.1.3 Hurts So Good: Pain as Protection
Activity 5.2.1 Looking Inside Bone
Activity 5.2.2 X-ray Vision
Activity 5.2.3 Bone Remodeling and Repair
Activity 5.3.1 To Drain and Protect
Activity 5.3.2 Transfusion Confusion
Activity 5.3.3 Fighting the Common Cold
Unit #6
Homeostasis
Activity 6.1.2 Putting it All Together
Activity 6.1.4 Finishing Touches
Problem 6.1.1 Surviving the Extremes
Problem 6.1.3 Building a Case
Students examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis. Exploring science in action, students build organs and tissues on a skeletal Maniken®; use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration; and take on the roles of biomedical professionals to solve real-world medical cases.
Our curriculum is found at http://www.pltw.instructure.com. Students will be given a username and password to use the Learning Management System (LMS). Because it is available to you online, you are expected to always be prepared for the upcoming lessons. Ways to prepare for upcoming lessons include:
- Reading the introduction to the next lesson.
- Take notes on the introduction.
- Review and learn Key Terms associated with each unit.
- Research using the URLs provided by the lesson BEFORE coming to class.
There are many group activities, group projects, collaboration with partners, classwork, homework, and lab activities to come during the semester. I highly frown upon plagiarism. Plagiarism is copying, in whole or in part, the work of another person. Most assignments will be turned in using the computer this semester. This makes it much easier for me to catch those that copy or plagiarize. This serves as a warning that any student that plagiarizes will receive a zero for the assignment. After the 3rd zero, I will refer you to an administrator. Using the work of another student will result in both students receiving a zero. Please DO NOT allow anyone to copy your work.
I expect assignments to be turned in on time. Late work will be penalized -10 points per day. All homework or classwork from the previous day that is due must be submitted by the first 5 minutes of class. This means that you need to arrive to class quickly, log on to the computer, dock your phone, and submit your work. If it is an assignment that should be turned in by hand, then submit it to the box during the first 5 minutes of class. Any work submitted after will be penalized -10 points so be sure you have gathered everything from your locker BEFORE coming to class.
I expect for all students to be respectful to me and to their peers. I will not tolerate behaviors or comments that belittle, degrade, embarrass, or show little or no respect for others. The healthcare field and my classroom is not a place for such comments or behaviors.
I expect students to behave even better for a substitute teacher than they in my presence. When I am not available to you, you are expected to uphold the expectations set forth in our classroom. There are no excuses for behavior, attitudes or comments that are to the contrary.
In our classroom we will operate as a team. Think of your fellow classmates as family. We have a common goal, and that is to meet my expectations of excellence and the expectations of the curriculum. In the healthcare field, there are no individual heroes, patients are treated by a team working towards a common goal, to help make a patients life as sustainable as possible. A team is only as strong as its weakest link. None of us are weak, so do not play the part in class. Do you best in Human Body Systems and all of your classes. I believe you can do it!
I look forward to a productive, fun, and exciting semester!
The Human Body Systems Curriculum
Unit #1
Identity
Activity 1.1.1 Amazing Facts
Activity 1.1.2 Orientation to the Maniken®
Activity 1.2.1 Identity of Your Maniken®
Activity 1.2.2 Skeletal Scavenger Hunt
Activity 1.2.4 Height Estimation from Bones
Activity 1.3.1 DNA Detectives
Activity 1.3.2 Careers in Identity
Project 1.2.3 Bone Detectives
Project 1.3.3 Biometrics: Who Are You?
Unit #2
Communication
Project 2.1.3 Map-A-Brain - Brain Dissection Alternate
Activity 2.1.1 The Power of Communication
Activity 2.1.2 Build-A-Brain
Activity 2.2.1 The Neuron
Activity 2.2.2 The Secret to Signals
Activity 2.2.3 It's All in the Reflexes
Activity 2.2.4 Reaction Time
Activity 2.3.1 The Hormone Connection
Activity 2.4.1 Exploring the Anatomy of the Eye
Activity 2.4.2 Visual Perception
Activity 2.4.4 Eye Care Professionals
Project 2.1.3 Map-A-Brain
Project 2.3.2 Hormones Gone Wild
Project 2.4.3 Put Yourself in Someone Else's Eyes (Optional)
Problem 2.2.5 Communication Breakdown
Unit #3
Power
Activity 3.1.1 Resources for Life (Optional)
Activity 3.1.2 The Rule of Threes (Optional)
Activity 3.2.1 Action Molecules
Activity 3.2.5 Metabolism: A Balancing Act
Activity 3.2.6 In Search of Energy
Activity 3.3.1 Gasping For Air
Activity 3.3.2 Measuring Lung Capacity
Activity 3.3.3 Rx Understanding Prescriptions
Activity 3.3.4 Respiratory Therapy
Activity 3.4.1 Hook Up the Plumbing
Activity 3.4.2 Spotlight on the Kidney
Activity 3.4.4 Water Balance
Activity 3.4.5 Urinalysis
Project 3.2.2 Digestive System Design
Project 3.2.3 Living in a Material World (Optional)
Project 3.2.4 Investigating Enzyme Action
Project 3.4.3 The Blood/Urine Connection
Unit #4
Movement
Activity 4.1.1 Bones, Joints, Action!
Activity 4.1.2 Range of Motion
Activity 4.2.1 Muscle Rules
Activity 4.2.2 Building A Better Body
Activity 4.2.4 Laws of Contraction
Activity 4.2.6 You've Got Nerve
Activity 4.3.1 The Heart of the Matter
Activity 4.3.3 Go With the Flow
Activity 4.3.4 Cardiac Output
Activity 4.3.5 Smoking Can Cost You an Arm and a Leg
Activity 4.4.2 Mind Over Muscle
Activity 4.4.3 Performance Enhancers (Optional)
Project 4.2.3 Maniken Muscles
Project 4.2.5 Rigor Mortis Modeling
Project 4.3.2 Varicose Veins
Project 4.4.1 The Body’s Response to Exercise
Problem 4.4.4 Training A Champion
Unit #5
Protection
Activity 5.1.1 Under My Skin
Activity 5.1.2 Burn Unit
Activity 5.1.3 Hurts So Good: Pain as Protection
Activity 5.2.1 Looking Inside Bone
Activity 5.2.2 X-ray Vision
Activity 5.2.3 Bone Remodeling and Repair
Activity 5.3.1 To Drain and Protect
Activity 5.3.2 Transfusion Confusion
Activity 5.3.3 Fighting the Common Cold
Unit #6
Homeostasis
Activity 6.1.2 Putting it All Together
Activity 6.1.4 Finishing Touches
Problem 6.1.1 Surviving the Extremes
Problem 6.1.3 Building a Case